Editorial     

Ian Stronach  Barry Cooper  Pat Sikes  Harry Torrance 《British Educational Research Journal》2007,33(6):813-817

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Current conceptions of literacy – insights from work with children and older learners with sensory needs     

Linda Watson  Graeme Douglas  Liz Hodges  Mike McLinden  Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90

There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.  相似文献   

Paper‐based versus computer‐based assessment: is workload another test mode effect?     

Jan Noyes  Kate Garland  Liz Robbins 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):111-113

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Why should I be grateful? The morality of gratitude in contexts marked by injustice     

Liz Jackson 《Journal of moral education》2016,45(3):276-290

In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally ideal, praiseworthy or expected in contexts marked by social inequity and injustice. It considers competing articulations of gratitude in philosophical and psychological research and how gratitude can be conceived in some cases as praiseworthy and in others as potentially problematic. Finally, it considers the implications of a multipronged view of gratitude for teaching for and about gratitude in social justice education.  相似文献   

VIII. Discussion     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):89-109

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Are academic outcomes of higher education provision relevant to and deliverable in the workplace setting?     

Liz Seagraves  Michael J. Osborne  Ian J. Kemp 《Higher Education》1996,32(2):157-176

Current developments in higher education strongly indicate that the way ahead in many disciplines is much closer co-operation between academia and industry. There is growing demand that recognition should be given to learning, irrespective of the environment in which it occurs.This article reflects on what are deemed to be essential components of a degree, and considers how they might be transformed into forms suitable for demonstration in the work environment. The discussion is supported by findings of a survey carried out in conjunction with a development - Structured Industrial Practice Studies - which integrates academic learning and learning in the work environment for full-time students. The findings, however, are of relevance beyond the particular model of learning and mode of attendance. There appears to be potential for achieving in the workplace aspects of courses which, in recent times, have been the prerogative of higher education establishments. However, such potential is variable between working environments and is dependent on higher education providers adapting to different structures in delivery.  相似文献   

Measuring the attitudes of human service professionals toward deafness     

Cooper A  Rose J  Mason O 《American annals of the deaf》2004,148(5):385-389

The Attitudes to Deafness Scale is a 22-item measure of attitudes toward people who are deaf designed for use with human service professionals. Attitude statements were generated from personal accounts by deaf people in the literature and from a focus group in which deaf people discussed their experience of hearing people's attitudes toward them. A 60-item scale was administered to a group of 121 clinical and forensic psychologists during their training. Item analysis was conducted to select items that effectively distinguished participants with a positive attitude from those with a negative attitude toward deaf people. The scale may be used in any context where a professional group comes into contact with people who are deaf.  相似文献   

Discussion: A naturalistic study of a teaching method     

Stephen L. Yelon  Colleen R. Cooper 《Instructional Science》1984,13(3):213-224

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Patterns of interaction in family relationships and the development of identity exploration in adolescence   总被引：11，自引：0，他引：11  

H D Grotevant  C R Cooper 《Child development》1985,56(2):415-428

The purpose of this research was to develop a model of individuation in family relationships that focuses on communication processes, and to assess the links between them and adolescent identity exploration. Expressions of the 4 dimensions of the model--self-assertion, separateness, permeability, and mutuality--were predicted to be positively associated with identity exploration in adolescents. A sample of 84 Caucasian, middle-class, 2-parent families, each including an adolescent and 1 or 2 siblings, was observed in a Family Interaction Task designed to elicit the expression and coordination of a variety of points of view. Multiple regression analyses revealed differentiated results concerning father-son, father-daughter, mother-son, mother-daughter, and marital relationships as well as both positive and negative contributions of communication variables to identity exploration when verbal ability and sociability were controlled. Results are discussed in terms of recent formulations of the progressive redefinition of the parent-child relationship during adolescence.  相似文献   

Long-range course planning by college students     

William E. Cooper  Cynthia S. Fobian 《Higher Education》1987,16(1):95-102

A group of 633 college students at a large midwestern public university was asked fifteen questions pertaining to personal long-term course planning. The results indicated that only 48% of the students sketched out a tentative listing of at least two courses per term for one or more subsequent semesters when first planning courses for the current semester. Long-range planning was positively correlated with the number of years students had already spent in college and with students' perception of the following factors: course planning utility, degree of certainty about pursuing one's current first choice of career, and degree of commitment in using college coursework as a means of achieving a career goal (all p < 0.001). Long-range planning was negatively correlated with the anticipation of a possible change in academic interests. Such planning was not significantly correlated with students' entrance examination aptitude scores or grade point averages. Thus, students' long-range planning of courses was associated more strongly with career commitment than with recent academic performance or aptitude.  相似文献